Factors Affecting Investment in an English Literature Class at a Korean University
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This ethnographic study explored potential factors affecting students’ investment in an English Literature class at a Korean public university. The study lasted four months altogether. Four students were selected as focal participants due to their differences in individual background, English language competence, and types of participation in the class. The data were mainly collected through class observations, semi-structured interviews, and class documents (e.g., the course syllabus and guidelines for learning literature). Drawing on Norton’s theoretical terms of investment, power relations, identity, and positioning, as well as Lave and Wenger’s theory of communities of practice, the study analyzed participants’ individual differences, personal desires for the course, and forms of participation in classroom communities. Findings showed that students’ investment in the English Literature class was interwoven withth e following factors: 1) participants’ individual differences, language competence, personalities influenced by their dominant cultures, and life trajectory; 2) the disjuncture between the course goal and students’ personal desires for the class; and 3) inequitable power relations and differential identity positioning in the classroom communities. The study concluded that in English-based classes where students showed diverse cultural background and language competence, the instructor played a vital role in motivating students to invest in the class.
Abstract
This ethnographic study explored potential factors affecting students’ investment in an English Literature class at a Korean public university. The study lasted four months altogether. Four students were selected as focal participants due to their differences in individual background, English language competence, and types of participation in the class. The data were mainly collected through class observations, semi-structured interviews, and class documents (e.g., the course syllabus and guidelines for learning literature). Drawing on Norton’s theoretical terms of investment, power relations, identity, and positioning, as well as Lave and Wenger’s theory of communities of practice, the study analyzed participants’ individual differences, personal desires for the course, and forms of participation in classroom communities. Findings showed that students’ investment in the English Literature class was interwoven withth e following factors: 1) participants’ individual differences, language competence, personalities influenced by their dominant cultures, and life trajectory; 2) the disjuncture between the course goal and students’ personal desires for the class; and 3) inequitable power relations and differential identity positioning in the classroom communities. The study concluded that in English-based classes where students showed diverse cultural background and language competence, the instructor played a vital role in motivating students to invest in the class.
참고문헌 (24)
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